Rethinking Learning in the AI Era While Balancing Innovation with Pedagogy

Dr. Zahiruddin Fitri, Senior Lecturer, Universiti Malaya

Dr. Zahiruddin Fitri, Senior Lecturer, Universiti Malaya

Dr. Zahiruddin Fitri is a Senior Lecturer in the Building Surveying Department at the Faculty of Built Environment, Universiti Malaya. Specializing in building pathology, he earned his PhD in Concrete Technology from the University of Dundee in 2012. From 2014 to 2024, he served as Head of E-Learning at the university and was Deputy Director of the Academic Development Centre (ADEC) from 2020 to 2022. A key resource in teaching and learning, he has conducted extensive training for academics and co-authored university policies on e-learning. He has also played a crucial role in shaping Malaysia’s higher education landscape through his involvement in MEIPTA, a national think tank for e-learning policy and European-level projects like Erasmus and CBSE. Passionate about pedagogical innovation, he actively writes on technology-enhanced learning and contributes to national and international education initiatives.

I n an interview with Education Technology Insights, Fitri emphasizes the need for educators to move beyond traditional lecturing. He highlights that universities must embrace intentional learning design—leveraging technology and AI not as a replacement but as a tool to enhance pedagogy, foster critical thinking and create meaningful learning experiences.

Training Educators to be Learning Designers

Malaysian higher education is moving steadily toward a more thoughtful approach to learning design. My work focuses on developing innovative e-learning solutions for both undergraduate and postgraduate students. I moved away from the lecture model early on, shifting toward facilitation because learning should be interactive and engaging, not just one-way delivery.

One of the most important things for educators, especially those just starting, is to define their teaching philosophy. That philosophy shapes the pedagogy they adopt and how students experience learning. It’s a crucial foundation that influences everything that follows.

We’re no longer just lecturers—we are learning designers. Every cohort is different, with its dynamics and ways of engaging. The challenge is to recognize those differences and design learning experiences that resonate. That’s how I approach teaching, whether with undergraduates, postgraduates or even in faculty training sessions. At the heart of it, my focus is always on making learning more relevant, adaptable and meaningful.

Designing Learning with Purpose Beyond Technology

Integrating technology feels natural for technical subjects because students already engage with it in their daily lives. But the key is not just meeting their expectations; it’s about managing them strategically. This requires clear explanations of why a particular method or tool is chosen, ensuring students see its value in enhancing their learning experience.

For example, recently, I facilitated a gallery walk for a service-learning project. Beyond the activity itself, I made it a point to explain to students that the gallery walk is a pedagogical approach designed to deepen their understanding. This ongoing dialog—where pedagogy is made explicit—helps students recognize what they’re learning and how they’re learning.

“AI shouldn’t replace core aspects of education; it should enhance them. The focus needs to be on using AI to foster dialogue, encourage critical thinking and create more engaging and reflective learning environments. It should support, rather than disrupt, the learning journey”

Innovation in education isn’t just about using technology; it’s about intentional design. Many students are still surrounded by conventional lecture-based teaching, but in my sessions, learning is an active, immersive process. By framing the experience thoughtfully, along with students engaging with new methods, they also understand why they work.

Leveraging AI to Enhance, Not to Disrupt

The impact of technology on building surveying education has been gradual. While tools like 3D scanning are used for defect mapping and building pathology, they are not yet fully embedded into the curriculum. AI, particularly in image processing, is beginning to play a role, but its integration is still in the early stages. Research is ongoing and we are only starting to understand how AI can enhance processes like 3D mapping and defect identification.

When we look at the broader influence of technology in higher education, AI is undeniably the most significant force at play. I recently explored this in an article on how AI is reshaping students’ learning and the construction of knowledge. One key insight from that research is what I refer to as the “AI loop.”

This loop emerges when educators use AI to design assessments, students rely on AI—particularly large language models (LLMs)—to complete them. Then, educators use AI-driven tools to assess those submissions. The risk here is that it creates a cycle where students bypass the most crucial aspects of learning—the struggle, reflection and iteration that lead to true understanding. Learning is a process and when AI shortcuts that process, knowledge construction suffers.

This leaves educators to rethink how we design learning experiences. AI shouldn’t replace core aspects of education; it should enhance them. The focus needs to be on using AI to foster dialogue, encourage critical thinking and create more engaging and reflective learning environments. It should support, rather than disrupt, the learning journey.

Key Advice: Keeping Pedagogy at the Center

Pedagogy must always come first. With the rapid rise of AI tools, Web 2.0 applications and endless digital resources, educators have more choices than ever. But technology without a strong pedagogical foundation is just noise. Teaching must be intentional, ensuring that tools serve learning, not replace it.

This is especially important as we engage Gen Z students who challenge traditional higher education models. They see skills and competencies as more valuable than degrees, driving a shift where companies like Microsoft, LinkedIn and Google offer professional certifications that compete with university credentials. Universities must adapt—not just by integrating technology, but by ensuring they provide an experience beyond technical knowledge.

Beyond skills and knowledge, universities shape individuals. Employers now seek graduates who are not only AI-proficient but capable of collaboration, communication and problemsolving. Yet, Gen Z’s immersion in social media has heightened anxiety and reduced resilience, making the university experience more than just academic and aiding personal growth.

AI is reshaping education, making conventional assessments increasingly obsolete. The challenge is to use AI thoughtfully, designing assessments and learning experiences that foster critical thinking, creativity and deeper student engagement.

Most important of all, education must create safe spaces for meaningful discussions, intellectual development and the ability to engage with diverse perspectives. The future of higher education depends on finding the balance; leveraging technology while preserving the human connections to make learning transformative.